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The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers' knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. "United Nations Convention on the Rights of Persons with Disabilities." Accessed March 1, 2020. https://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#24) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." Journal of Negro Education 60 (2): 133-146) and dysconscious ableism (Lalvani et al. 2015. "Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue." "Education, Citizenship, and Social Justice" 10 (2): 168-183) are explored to facilitate theoretical understanding of possible reasons for injustices, including the marginalisation of many disabled students within/without the education system. Discussion then focuses on relevant research and practical strategies that may support student teachers to narrow the distance between theoretical understandings of Article 24 and its implementation in their teaching practice. In closing, the notion of dysconscious ableism is revisited in relation to its impact on teacher educators' own thinking and practice. In order to do justice to Article 24 within teacher education, and in turn, to disabled students in schools, much is possible, and we as teacher educators, alongside our student teachers, have much to (un)learn.

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University's papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff. Strategies to enhance disability awareness identified in the literature and workshop were presented and verified at an interactive conference presentation. Embedding disability awareness into curricula is challenging; staff considered themselves powerless to bring about change in their departments, but thought that one way to do so would be by modelling inclusive behaviour and by introducing subtle inclusive practices into papers taught. The identified strategies may be of use to others contemplating similar curricular modifications.

Contemporary understandings of inclusive education increasingly emphasise processes of reform, within and between schools, and across education systems, which respond to diversity amongst all students. The goal of an equitable, high quality and welcoming system in which all students are present, participating and achieving in their local school is central to the inclusive education movement. Nonetheless, inclusion is still often seen as an approach to support children with disabilities in local, rather than segregated, school contexts. In New Zealand, for example, inclusion is subsumed under policies, funding regimes and practices within a field designated as 'special education', where equity is primarily associated with the redistribution of resources. In this article, we suggest that the struggle for equity in education is compromised by the continued representation of some students, their teachers and school experiences as 'special'. We endorse the call to position education within a 'rights' based framework that associates equity with recognition and a positive regard for disability and diversity. We critique current policy and practice in New Zealand, prior to imagining what an equitable education for all students could be, given a shift in thinking from 'special needs' to rights.

The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers' knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. United Nations Convention on the Rights of Persons with Disabilities. Accessed March 1, 2020. ) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." Journal of Negro Education 60 (2): 133–146) and dysconscious ableism (Lalvani et al. 2015. "Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue." Education, Citizenship, and Social Justice 10 (2): 168–183) are explored to facilitate theoretical understanding of possible reasons for injustices, including the marginalisation of many disabled students within/without the education system. Discussion then focuses on relevant research and practical strategies that may support student teachers to narrow the distance between theoretical understandings of Article 24 and its implementation in their teaching practice. In closing, the notion of dysconscious ableism is revisited in relation to its impact on teacher educators' own thinking and practice. In order to do justice to Article 24 within teacher education, and in turn, to disabled students in schools, much is possible, and we as teacher educators, alongside our student teachers, have much to (un)learn. [ABSTRACT FROM AUTHOR]

Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the "solution to inclusion". This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students. (Contains 4 figures.)

In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The study findings, interpreted within a framework of relational social justice, add another dimension to what has already been documented in research literature about the paradoxical nature of teacher aides' work. (Contains 2 notes and 1 table.)